Student Learning and Satisfaction in Online Learning Environments Instrument (SLS-OLE)
Directions: This questionnaire assesses your satisfaction and perceived learning in online environments
based upon the following constructs: course organization/structure, learner interaction,student engagement,
instructor presence, student satisfaction, and perceived learning. Read each statement and use the associated
scale to select which best reflects your opinion.
Scale: 1 = Strongly Disagree (SD), 2 = Mostly Disagree (MD) 3 = Slightly Agree (SA),4 =
Moderately Agree (MA), 5 = Mostly Agree (MOA), 6 = Strongly Agree (SA)
SAMPLE ITEMS SCALE
S M S M MO S
Course Structure/Organization
D D A A A A
Student learning outcomes was aligned to the learning
activities.
Course navigation was illogical.
The layout of the course was disorganized.
Instructions about student participation were clearly
presented.
The purpose of the course was clearly presented.
Learner Interaction
I frequently interacted with other students in the course.
There were no opportunities for active learning in this course.
The learning activities promoted interaction with others.
I had the opportunity to introduce myself to others in the class.
I communicated often with other students within the course.
I regularly communicated with the instructor of the course.
I received ongoing feedback from my classmates.
Student Engagement
I frequently interacted with my instructor of this course.
I discussed what I learned in the course outside of class.
I completed my readings as assigned during the course.
I participated in synchronous and/or asynchronous chat
sessions during the course.
I was not actively engaged in the activities required in the
course.
S M S M MO S
SAMPLE ITEMS
D D A A A A
Instructor Presence
The instructor’s feedback on assignments was clearly stated.
The instructor's feedback on assignments was not
constructive.
The instructor provided timely feedback about my progress in
the course.
The instructor cared about my progress in this course.
I learned from the feedback that was provided during the
course.
Student Satisfaction
I am satisfied with my overall experience in this course.
I would not recommend this course to other students.
I am satisfied with the level of student interaction that
occurred in the course.
I am satisfied with my learning in the course.
I am satisfied with the instructor of the course.
I am satisfied with the content of the course.
Perceived Learning
I am pleased with what I learned in the course.
The learning tasks enhanced my understanding of the content.
I learned less in the course than I anticipated.
I learned skills that will help me in the future.
The learning activities promoted the achievement of student
learning outcomes.
The course contributed to my professional development.
Student Learning and Satisfaction in Online Learning Environments Instrument (SLS-OLE)
Written permission is requested for use of this questionnaire by emailing the author
(mdiloreto@[Link]).
Source:
Gray, J. A., & DiLoreto, M. (2016). The effects of student engagement, student satisfaction, and perceived learning in
online learning environments. International Journal of Educational Leadership Preparation, 11(1), n1.
Dr. Armando P. Delfino (ardel1975@[Link])-- student engagement questionnaire
Table 1-A. Level of Behavioral Engagement
Indicators Frequency WM QI
1 2 3 4
1. Asked questions in class or contributed to class
discussion.
2. Raising my hand in class.
3. Participating in or small group discussions.
4. Doing all the homework problems.
5. Coming to class every day.
6. Taking good notes in class.
7. Getting a good grade.
8. Staying up on the readings.
9. Received prompt written or oral feedback from
faculty on your academic performance.
10. Come to class without completing readings or
assignments
11. Making sure to study on a regular basis.
12. Doing well on a test.
Average
Legend : 1.0-1.7 – Very Low 1.8-2.5 – Low 2.6-3.3 – High 3.4-4:00 – Very High
Table 1-B. Level of Cognitive Engagement
Indicators Frequency WM QI
1 2 3 4
1. Made a class presentation
2. Prepared two or more drafts of a paper or assignment
before turning it in.
3. Worked on a paper or project that required integrating
ideas or information from previous sources.
4. Put together ideas or concepts from different courses
when completing assignments or during class
discussion.
5. Used an electronic medium to discuss or complete an
assignment.
6. Discussed ideas from readings or classes with faculty
members outside of class.
7. Putting forth effort.
8. Used e-mail to communicate with an instructor.
9. Discussed grades or assignments with an instructor.
10. Work harder than you thought you could do to meet
an instructor’s standards or expectations.
11. Discussed ideas from your readings or classes with
others outside of class.
12. Going to the professor’s office hours to review
assignments of tests, or to ask questions.
13. Thinking about the course between class meetings.
14. Finding ways to make the course interesting to me.
15. Looking over class notes between classes to make
sure I understand the materials.
16. Applying course materials to my life.
17. Finding ways to make the course relevant to my life.
Average
Legend: 1.0-1.7 – Very Low 1.8-2.5 – Low 2.6-3.3 – High 3.4-4:00 – Very High
Table 1-C. Level of Emotional Engagement
Indicators Frequency WM QI
1 2 3 4
1. Included diverse perspective in class discussions or
writing assignments.
2. Worked with other students on projects during class.
3. Worked with classmates to prepare class assignments.
4. Tutored or taught other students paid or voluntary.
5. Participated in a community-based project as part of a
regular course.
6. Had serious conversations with students who are very
different from you in terms of their religious, political
opinions, or personal values.
7. Really desiring to learn the materials.
8. Being confident that I can learn and do well in the class.
9. Having fun in class.
10. Worked with faculty on activities other than course work.
11. Talked about career plans with a faculty member or
adviser
Average
Legend: 1.0-1.7 – Very Low 1.8-2.5 – Low 2.6-3.3 – High 3.4-4:00 – Very High
STRATEGIES OF TEACHERS IN TEACHING SOCIAL STUDIES
IN RELATION TO THE ACADEMIC PERFORMANCE
QUESTIONNAIRE
Name (optional): _________________ Year and Section: __________
Gender: ( ) Female ( ) Male Average Grade in Social Studies: ____
Directions: Kindly fill up the following and put a check mark (✓) on the following information which implies
To the respondents: to you. Use
Please consider each item carefully. Your answer to the questions will help and the rating
provide awareness for the students and teachers of your school as well as the neighboring scale in
high schools with regards to the strategies of teachers in relation to the academic assessing
performance of the students. Rest assured that your answers would be kept highly teaching
confidential. methods,
Thank you very much and God bless! strategies in
RESEARCHERS teaching
Social
Studies.
5 – HIGHLY
EFFECTIVE
4 – VERY
EFFECTIVE 3 – EFFECTIVE
2 – FAIRLY EFFECTIVE 1 – NOT EFFECTIVE
A. Teaching Strategies
Strategies 5 4 3 2 1
1. Lecture Discussion
(the teacher just discuss the topic or lesson)
2. Panel Discussion
(one or two students are given a topic that will be
discussed from broad to specific)
3. Group Discussion
(sharing of ideas by group)
4. Brainstorming
(the students will give their ideas about the topic)
5. Role Playing
(the students will act certain situations)
6. Symposium
(there will be a resource speaker that will discuss a
certain topic)
7. Field Trip
(Educational trips)
8. Venn Diagram
(comparison of two or more terms)
B. Academic Performance
SA– STRONGLY AGREE A – AGREE N – NEUTRAL
D –DISAGREE SD – STRONGLY DISAGREE
Questions SA A N D SD
1. I made myself ready in all my subjects.
2. I pay attention and listen during every discussion.
3. I want to get good grades in every subject.
4. I actively participate in every discussion.
5. I gain focus when I see technical problems.
6. I enjoy homework and activities because they help
me improve my skills in every subject.
7. I exert more effort when I do difficult assignments.
8. Solving problems is a useful hobby for me.
LEVEL OF ACADEMIC PERFORMANCE:
Note:
Outstanding (90 - 100)
Very Satisfactory (85 - 89)
Satisfactory (80 - 84)
Fairly Satisfactory (75 - 79)
Did not meet Expectations (Below 75)